FoNS innefattar förmågan att se mönster i talföljder och att kunna identifiera tal som saknas i sådana mönster (Berch, 2005; Clarke & Shinn, 2004; Gersten et al., 2005; Jordan et al., 2006, 2007). Kunskaper om talmönster stärker förmågan att räkna och underlättar för utförandet av räkneoperationer (Van Luit & Schopman, 2000). En oförmåga att upptäcka tal som saknas i en sekvens är en av de starkaste indikatorerna på senare matematiksvårigheter (Chard et al., 2005; Clarke & Shinn, 2004; Gersten et al., 2005; Lemke & Foegen, 2009).
Referenser:
Berch, D. (2005). Making sense of number sense. Journal of Learning Disabilities, 38(4), 333-339.
Chard, D., Clarke, B., Baker, S., Otterstedt, J., Braun, D., & Katz, R. (2005). Using measures of number sense to screen for difficulties in mathematics. Assessment for Effective Intervention, 30(2), 3-14.
Clarke, B., & Shinn, M. (2004). A preliminary investigation into the identification and development of early mathematics curriculum-based measurement. School Psychology Review, 33(2), 234-248.
Gersten, R., Jordan, N., & Flojo, J. (2005). Early identification and interventions for students with mathematics difficulties. Journal of Learning Disabilities, 38(4), 293-304.
Jordan, N., Kaplan, D., Nabors Oláh, L., & Locuniak, M. (2006). Number sense growth in kindergarten: A longitudinal investigation of children at risk for mathematics difficulties. Child Development, 77(1), 153-175.
Jordan, N., Kaplan, D., Locuniak, M., & Ramineni, C. (2007). Predicting first-grade math achievement from developmental number sense trajectories. Learning Disabilities Research & Practice, 22(1), 36-46.
Lembke, E., & Foegen, A. (2009). Identifying early numeracy indicators for kindergarten and first-grade students. Learning Disabilities Research & Practice, 24(1), 12-20.
Van Luit, J., & Schopman, E. (2000). Improving early numeracy of young children with special educational needs. Remedial and Special Education, 21(1), 27-40.